This exercise provides a sample situation for discussion of the state ofAccess, infrastructure, and DigitalLearning Environments that is reasonably representative of two contemporary Alberta school districts. Working through this case comparison is intended to provide preparation and insights to assist in determining the actual position of your school authority or school with respect to successfully implementing this component of the Learning and Technology Policy Framework.
Case 1: Frontier Valley School District
Case 2: West Highlands School Division
Access to technology for Frontier students is limited to several scheduled class periods each week in networked computer lab settings that provide a limited range of productivity applications. Access via student/staff owned devices is not supported. Most classrooms have a networked workstation and interactive whiteboard which teachers use for daily administrative tasks and information displays. Teacher and administrator access is also available in offices or common workspaces during school operational days. Off site access to networked resources off site is not available.
Technology typically provides few enhancements to existing learning activities and teaching/administrative practices. Uses are generally limited to online information gathering and basic productivity applications.
Digital technologies are occasionally used by teachers to support instruction, and students rarely choose to demonstrate their understanding digitally. Teachers, administrators and students do not have access to technology to build connections beyond the school.
Students lack access to online/blended learning environments, and those with exceptional learning needs have little or no access to assistive technologies.
District policy and procedures do not directly address technology and network access in relation to learning.
Facilities are provided to support information technology that archives student demographic data, summative assessment data, and report generation. Staff has limited access to this data on school days and use basic tools to produce quarterly reports.
Existing facilities and systems are not readily adaptable to incorporate personalized, mobile technologies, cloud-based computing, or personally owned devices. Technical and user support is inconsistent or ineffective. Access and usability issues often remain unresolved and significantly impede technology use.
District policy and procedures do not refer to digital learning environments as an element to achieving the vision of Inspiring Education.
West Highlands students and staff have on-demand 24/7 access to technology via multiple workstations in each classroom that provide a range of technologies, software applications, and networks for use during and beyond the school day. Technology provides digitally enhanced learning environments in classrooms with a variety of tools that extend the abilities of students and staff to access, analyze and share information, and to build knowledge. Specific tools to enable communication and web applications that facilitate learning in and out of school are commonly used.
Students have ready access to digital content within digital learning environments that provide multiple pathways to learning. Technology enables student online/blended learning environments to support and extend learning. Students often demonstrate their understanding digitally. Most students – including all exceptional needs populations – have access to appropriate technologies to achieve the learning standards within provincial curricula.
Digital technologies support teachers in the design of learning tasks as they access curriculum, instruction, and assessment information to construct project-based or problem-based learning that incorporates technology. Teachers and students regularly use technology to build connections locally and globally.
District facilities are designed and maintained to support a reliable information technology system. The system integrates student data (formative and summative) and learning standards. Technical and user support is available from school-based colleagues with expertise and district technicians who work with teachers to foster technology integration.
Facilities and systems have limited capacity to incorporate personalized, mobile technologies, cloud-based computing and personally owned device models.
District policy and procedures reference digital learning environments as an important element to achieving the vision of Inspiring Education.
In light of Policy Direction 5 above, consider where each district is in terms of successfully implementing the Access, infrastructure, and DigitalLearning Environments component. Specifically:
Which district is best positioned to successfully implement this policy direction?
What specific suggestions do you have for Frontier Valley SD that would enable them to meet this policy direction?
What specific suggestions do you have for West Highlands SD that would enable them to meet this policy direction?
How may this scenario apply to your district or school?
Comparative Case Study Policy Direction 4: Leadership This exercise provides a sample situation for discussion of the state of Leadership in technology and learning that is designed to be reasonably representative of two contemporary Alberta school districts. Working through this case comparison is intended to provide preparation and insights to assist in determining the actual position of your school authority or school with respect to successfully implementing the Leadership component of the Learning and Technology Policy Framework.
POLICY DIRECTION 4: LEADERSHIP
Education leaders establish policy and governance structures, cultivate innovation and build capacity within the system to leverage technology in support of student-centered learning and system efficiencies.
Outcomes:
Education leaders at all levels champion effective and innovative uses of technology for all schools. As a result:
a. government and school authorities have clarity and coherence in the policies and procedures that govern educational and administrative uses of technology in all schools
b. teachers, administrators and other education professionals use technology innovatively, effectively and efficiently
c. economies of scale that achieve cost effectiveness and efficiencies in educational technology are realized
d. up-to-date guidelines and standards on uses of technology inform school authority education plans
(Alberta Education Learning and Technology Framework, 2013)
Case 1: Sunnydale School District
Case 2: Enterprise School Division
Technology use, infrastructure, and associated pedagogy in Sunnydale SD is largely dependent upon initiatives of local school Principals and teacher leaders. Technology decisions are often made autonomously by staff at the school level based upon personal interests and lowest cost rather than upon evidence of student and professional learning needs.
Although most schools have computer labs, digital whiteboards and a classroom computer for teacher use, Sunnydale schools often employ a variety of hardware, software and operating systems. Interoperability and reliability issues are common with detrimental effects upon staff effectiveness and efficiency with technology.
While district policy and administrative policies generally support technology for learning and administrative purposes, technology use outcomes are not directly addressed. School district plans lack definitive statements as to the provision of educational technology or a rationale for its use by students and teachers. District policy and procedures do not address expectations for the legal and ethical uses of educational technologies by students or staff, nor do they refer to digital learning environments as an element to achieving the vision of Inspiring Education. While some pedagogical and administrative practices are supported by technology, anecdotal evidence suggests that professional staff have little confidence in using technology to facilitate teaching, learning, professional development or administration.
Nonetheless, a minority of Sunnydale teachers and administrators has recently expressed a desire for opportunities to investigate more innovative uses of technology to enhance student and professional learning. Several Principals and School Councils have raised local funds to enter into individual site-based lease/purchase arrangements and plan to install mobile wireless networks to accommodate laptops, tablets and student owned devices.
Enterprise SD has a deliberate and informed approach to learning with technology, and has devoted considerable attention and resources to technology infrastructure and use. Networks, supporting infrastructure, and a wide range of technology tools are established and maintained to facilitate student learning within an established pedagogical model.
Policies and administrative practices directly refer to digital learning environments as an element to achieving the vision of Inspiring Education. These include clear expectations for digital content, as well as for support systems and learning environments that enable student learning and to sustain existing teaching practices. Technology decisions are guided by established policies and procedures, and informed by both teachers and school administrators.
Professional staff has an established view of the use of technology to access information and to produce instructional presentations and various reports. Interactive whiteboards and mobile wireless networks that accommodate laptops, tablets and student/staff owned devices have recently been made available in all schools and district workplaces to improve the acquisition and sharing of information.
Pedagogical and administrative practices and policies exist within a culture of effectiveness and cost efficiency. Enterprise SD values investments in technologies that have demonstrated potential to improve student learning on standardized assessments, and that sustain established teaching practices.
Enterprise SD has recently focused upon supporting professional development through collaborative networks. Although this initiative has met with limited user acceptance, small groups of district teachers are using collaborative networks and social media to promote technology use in support of student-centered learning, and as a catalyst for innovation.
